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Mackay, Harry A.; Soraci, Sal A.; Carlin, Michael T.; Dennis, Nancy A.; Strawbridge, Christina P. – American Journal on Mental Retardation, 2002
Matching-to-sample skills are involved in language acquisition and reading and counting abilities. The rapid, even errorless, induction of matching performances in young children and 28 individuals with mental retardation (ages 11-20) was demonstrated through the structuring of a visual array that promoted detection of the relevant stimulus.…
Descriptors: Attention, Elementary Secondary Education, Mental Retardation, Training Methods
Peer reviewed Peer reviewed
Smolka, Elzbieta; Adamczyk, Bogdan – International Journal of Rehabilitation Research, 1992
The influence of visual signals (echo and reverberation) on speech fluency in 60 stutterers and nonstutterers was examined. Visual signals were found to exert a corrective influence on the speech of stutterers but less than the influence of acoustic stimuli. Use of visual signals in combination with acoustic and tactile signals is recommended. (DB)
Descriptors: Feedback, Sensory Integration, Speech Handicaps, Speech Improvement
Peer reviewed Peer reviewed
Tavernier, G. G. F. – Journal of Visual Impairment and Blindness, 1993
This article reviews the theoretical and research literature on vision stimulation and vision training of children with severe irreversible visual impairments. It recommends early stimulation to prevent visual deprivation, use of operant conditioning, and the presentation of highly contrasting stimuli to stimulate visual awareness in children with…
Descriptors: Blindness, Multiple Disabilities, Operant Conditioning, Stimulation
Training, 1975
Multiple-image projection, an exciting new audiovisual technology, offers more effective learning environments today, 360-degree training simulations tomorrow. (Author)
Descriptors: Audiovisual Aids, Communications, Educational Innovation, Films
Peer reviewed Peer reviewed
Braggio, John T.; And Others – Contemporary Educational Psychology, 1980
Letter pairs that could not be distinguished by learning disabled children were presented using an acquisition-reversal learning paradigm. Relevant external stimuli facilitated discrimination; in reversal, the cues were irrelevant. This technique facilitated learning, as well as retention four days later. (Attentional deficits are discussed). (GDC)
Descriptors: Attention Control, Cues, Dyslexia, Intermediate Grades
Neu, D. Morgan – 1950
For research into the usefulness of attention-gaining devices in informational films, five film versions on machine shop measuring instruments were produced. These versions were termed: basic, visual relevant, visual irrelevant, sound relevant, and sound irrelevant. Attention-gaining devices were placed at the same points in all but the basic…
Descriptors: Auditory Stimuli, Film Study, Industrial Education, Instructional Design
Peer reviewed Peer reviewed
Ellis, Hadyn D.; And Others – British Journal of Visual Impairment, 1988
Two visually impaired children, aged 8 and 10, appeared to have severe difficulty in recognizing faces. After assessment, it became apparent that only one had unusually poor facial recognition skills. After training, which included matching face photographs, schematic faces, and digitized faces, there was no evidence of any improvement.…
Descriptors: Diagnostic Teaching, Educational Diagnosis, Elementary Education, Evaluation Methods